Unit 1: Introduction to online teaching
In the previous screen, we brainstormed the roles and responsibilities for a successful online teacher. We will now start to look at how using an established educational framework can be effective in helping you to enact these roles and responsibilities and work towards the best achievement of learning outcomes for your students (Danielson, 2007).
In the previous section, we brainstormed the roles and responsibilities for a successful online teacher. We will now start to look at how using an established educational framework can be effective in helping you to enact these roles and responsibilities and work towards the best achievement of learning outcomes for your students (Danielson, 2007).
Community of Inquiry framework: A social constructivist model of the...
Different frameworks and models have been developed to assist online teaching. This course focuses on the online Community of Inquiry (CoI) framework developed by Garrison, Anderson, and Archer (2000). An online community of inquiry is a 'group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding' (Garrison, Cleveland-Innes and Vaughan). The CoI framework views meaningful online learning as occurring at the intersection of three supporting presences.
Community of Inquiry (CoI)
A social constructivist model of the processes that support learning in an online environment.
Learning delivered primarily over the internet.
You will now be presented with more information about the three presences in the Community of Inquiry framework.
Social presence is 'the ability of participants to identify with the community (e.g. on a course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities' (Garrison, 2009). Social presence is enhanced by open communication, group cohesion and affective expression.
Teaching presence is 'the design, facilitation, and direction of cognitive and social processes for the purpose of realising personally meaningful and educationally worthwhile learning outcomes' (Anderson, Rourke, Garrison, & Archer, 2001). Indicators of recognisable teaching presence include setting curriculum and methods and facilitating/focusing group discussion.
Cognitive presence is the extent to which learners are able to 'construct and confirm meaning through sustained reflection and discourse' (Garrison, Anderson, & Archer, 2001). Indicators of cognitive presence are a sense of puzzlement, information exchange, connecting ideas and application of new ideas.
These three presences can be considered to intersect and overlap with each other:
The reason that the CoI framework is valuable for this task is that at its core is the active presence of an online teacher, working towards active cognitive and social presence of all the participants. The focus is on the teacher and students collaboratively designing, facilitating, and directing the educational experience in an online course. The aim of this course is to equip you with practical knowledge and skills to carry out responsibilities inherent within an active teaching presence.
Joubert (1842) stated, 'to teach is to learn twice'. This is why this element of the CoI framework is labelled teaching presence and not teacher presence. It is not just the teacher who is responsible for social and cognitive presence issues. All participants in a collaborative learning environment must assume various degrees of teaching responsibilities depending on the specific content, developmental level, and ability in an online course.
To learn more about the concept of teaching presence, watch the following interview with Dr. D. Randy Garrison, Professor in the Faculty of Education at the University of Calgary, who coined this term.
To learn more about the concept of teaching presence, consider the following interview with Dr. D. Randy Garrison, Professor in the Faculty of Education at the University of Calgary, who coined this term.
Anderson, T., Rourke, L., Garrison, D. R. & Archer, W. (2001) 'Assessing...
Having considered Dr. D. Randy Garrison's explanation of the concept of teaching presence, take a moment to test your understanding of its three major components.
Having considered Dr. D. Randy Garrison's explanation of the concept of teaching presence, take a moment to consider your understanding of its three major components.
Write out your own definition of teaching presence and explain...
PROGRAMME | Teaching Online
COURSE | Being a successful online teacher
UNIT | 1 : Introduction to online teaching
PAGE TITLE | The Community of Inquiry framework and teaching presence
Now check to see if you are correct:
Design and organisation
You may wish to paste the correctly-classified teaching actions into your Teaching Online portfolio for future reference.
Throughout this course you will be provided with practical advice and strategies for enacting the design, facilitation, and direction components of teaching presence. At this point, it is important to remember that the focus is on teaching rather than teacher presence, emphasising that the associated roles and responsibilities are shared with all members of a community of inquiry.
Community of Inquiry framework: A social constructivist model of the processes which support learning in an online environment.
Social presence: The degree to which participants in online environments feel affectively connected to one another.
Cognitive presence: The extent to which learners are able to construct and confirm meaning in online courses.
Teaching presence: The design and organisation of course materials and activities, facilitation of learning, and direction and leadership in online courses.
Duration: 20 minutes
Write out your own definition of teaching presence and explain how you believe it will apply to your context as an online teacher. Refer back to these notes as you work through the course to remind yourself of your core goal.
Use the attached document to record your thoughts, or complete the relevant page of your Teaching Online portfolio.